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3rd Grade - Math Mystery - Case of the Halloween Hullabaloo

3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabalooplay
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
3rd Grade - Math Mystery - Case of the Halloween Hullabaloo
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  1. This is a fun way for 3rd graders to practice solving word problems in a unique way. Kids start reading at the beginning of the book, solve the problems, and go where the book tells them to go! If they get the wrong answer, they will have a 'stopper' that will tell them to go back to where they were
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Description

This math mystery is a fun way for 3rd graders to solve word problems in a unique way. Kids start reading at the beginning of the book, solve the problems, and go where the book tells them to go! A wrong answer will send them to a 'stopper' that will tell them to go back to where they were working, and TRY AGAIN!

This mystery includes these skills:

*elapsed time to the 5 minutes

*reading a bar graph and figuring information from it

*add 3 2-digit numbers

*Counting and adding money

*simple fraction addition

*converting measures (feet to yards and seconds to minutes)

*shapes

*measurement to 1/2 inch

*making change

There are a total of 10 word problems included in this story. Some of them are multi-step problems as well.

I use these mysteries at my math stations during guided math. I am sure your kids will love this Halloween themed math mystery book as much as mine do! What the next mystery will bring?

Check Out my Other Math Mysteries!

Thanks!

Hilary

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Total Pages
27 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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